Psychology Chapter 8 Study Notes
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Questions and Answers

What is a key prediction regarding the diversity of professionals in mental health services?

  • The workforce will remain homogenous in ethnic background.
  • Professionals will match the diversity of the populations being served. (correct)
  • Training programs will prioritize a single demographic to serve.
  • The diversity of professionals will decrease due to regulatory changes.

Which prediction mentions an enhancement in the use of technology in mental health services?

  • Mental health services will utilize fewer digital tools.
  • Access to effective technologies and digital tools will rise. (correct)
  • Practitioners will focus solely on traditional methods.
  • Increased regulatory restrictions.

What is suggested to be a growing role in the future of mental health services?

  • Practitioners will work independently without collaboration.
  • Crisis prevention and response roles will decrease.
  • Roles in assessment will diminish in importance.
  • Involvement in crisis prevention and response will increase. (correct)

Which of the following is considered a challenge in the future of mental health services?

<p>Continued short supply of practitioners. (C)</p> Signup and view all the answers

How is assessment expected to evolve in mental health services according to the predictions?

<p>Assessment will become more useful for intervention. (B)</p> Signup and view all the answers

What does the term reliability refer to in measurement?

<p>The extent to which the measure is consistent. (B)</p> Signup and view all the answers

What is a confidence interval?

<p>Ranges of scores likely to contain an individual's true score. (B)</p> Signup and view all the answers

Which type of validity examines future performance in relation to test scores?

<p>Predictive validity (D)</p> Signup and view all the answers

What aspect does construct validity evaluate?

<p>Whether the test measures the intended construct it is designed for. (A)</p> Signup and view all the answers

What is an example of a situation where you might find low interrater reliability?

<p>Agreement between different teachers on student behaviors. (C)</p> Signup and view all the answers

According to the content, what is a primary characteristic of intelligence as per common definitions?

<p>The capability to adapt to the environment. (C)</p> Signup and view all the answers

Which assessment tools align with the Cattell-Horn-Carroll theory of intelligence?

<p>Stanford-Binet, WISC-V, and Woodcock-Johnson. (A)</p> Signup and view all the answers

Which of the following is NOT a type of criterion validity?

<p>Content validity (A)</p> Signup and view all the answers

What is a disadvantage of manualized EBIs?

<p>Their effectiveness can only be determined after evaluation. (C)</p> Signup and view all the answers

Which term is associated with the jingle-jangle fallacy where confusion arises from using a single term for multiple constructs?

<p>Soft skills (B)</p> Signup and view all the answers

What does ACEs stand for in the context of childhood experiences?

<p>Adverse Childhood Experiences (B)</p> Signup and view all the answers

What is the main focus of Positive Behavior Interventions and Supports (PBIS)?

<p>Change adult behavior in classrooms. (C)</p> Signup and view all the answers

What characterizes the collaborative consultative problem-solving process?

<p>Involves two or more individuals working together. (A)</p> Signup and view all the answers

Which factor does NOT impact the effectiveness of implementation processes as presented in the information?

<p>Age of the implementer (D)</p> Signup and view all the answers

What assumption is part of systems theory as it applies to school environments?

<p>All elements are interdependent and interrelated. (C)</p> Signup and view all the answers

Who does Rogers suggest should be targeted first for intervention implementation?

<p>Key opinion leaders within the organization. (D)</p> Signup and view all the answers

What are the four forces that are expected to shape the future of school psychology?

<p>Changing social conditions, legal aspects, diversity, and trends in literature (A)</p> Signup and view all the answers

What is a core component of Evidence-Based Practices (EBP)?

<p>Identify, disseminate, promote, and adopt empirically supported practices. (C)</p> Signup and view all the answers

Parent Management Training (PMT) is effective primarily for which conditions?

<p>Oppositional and aggressive disorders (C)</p> Signup and view all the answers

Integrated supports as described involve combining which two approaches?

<p>PBIS and SEL within a multi-tiered system of support (C)</p> Signup and view all the answers

What can hinder the effectiveness of the collaborative consultative problem-solving process?

<p>Lack of clear goals (D)</p> Signup and view all the answers

What is the purpose of Curriculum-based Evaluation (CBE)?

<p>To help educators make decisions about teaching and learning. (C)</p> Signup and view all the answers

Which method is the most commonly used for assessing social-emotional and behavioral functioning?

<p>Behavior rating scales. (C)</p> Signup and view all the answers

What is the key concept behind Functional Behavior Assessment (FBA)?

<p>To identify the antecedents and consequences of behavior. (D)</p> Signup and view all the answers

In which scenario would Curriculum-based Measurement (CBM) be most useful?

<p>Monitoring students' progress in relation to the curriculum. (A)</p> Signup and view all the answers

Which hypothesis suggests that a student may perform poorly because they do not want to complete an assignment?

<p>The student does not wish to do the work. (A)</p> Signup and view all the answers

What is recommended for best practices in social/emotional/behavioral assessment?

<p>Data collection should be multimethod, multisource, and multisetting. (A)</p> Signup and view all the answers

What is the primary function of Curriculum-based Assessment (CBA)?

<p>Aligning assessments with curriculum and standards. (B)</p> Signup and view all the answers

What role does exposure play in non-discriminatory assessment according to Ortiz?

<p>It helps understand unique student characteristics. (C)</p> Signup and view all the answers

Which assessment method provides clinicians with insights into children’s perceptions of their issues?

<p>Self-Report Measures. (D)</p> Signup and view all the answers

What do projective measures include?

<p>Drawing techniques and sentence completion. (D)</p> Signup and view all the answers

Which hypothesis indicates that the work requested may be unfamiliar to the student?

<p>The student has not previously done the work in the requested manner. (B)</p> Signup and view all the answers

What is one of the main components of direct behavior ratings (DBRs)?

<p>A mix of behavior rating scales and direct observations. (D)</p> Signup and view all the answers

Which data collection method is NOT included in the recommended practices for social/emotional/behavioral assessment?

<p>Single source data collection. (D)</p> Signup and view all the answers

What is the significance of a child's exposure in assessing educational needs?

<p>It can lead to unfair assessments if overlooked. (C)</p> Signup and view all the answers

What defines a 'true peer' in the context of assessment?

<p>Students who have similar cultural practices and experiences. (C)</p> Signup and view all the answers

What is the first logical action in evaluating the impact of differences on validity during assessment?

<p>Begin testing in English unless there's a clear reason to do otherwise. (A)</p> Signup and view all the answers

What does 'ecological validity' refer to in assessment interpretations?

<p>Considering the broader context and background of a student's performance. (A)</p> Signup and view all the answers

Which component is NOT identified as essential in educational interventions by Burns et al.?

<p>Incorporation of student interests. (C)</p> Signup and view all the answers

What is one of the primary tasks of a teacher related to effective instruction?

<p>Structuring the classroom to encourage participation and minimize disruptions. (D)</p> Signup and view all the answers

What are contingency management interventions designed to do?

<p>Promote positive behavior through reinforcement strategies. (C)</p> Signup and view all the answers

Which method is NOT a strategy for improving self-regulation in students?

<p>Encouraging passive observation of classmates. (C)</p> Signup and view all the answers

What is a potential con of evidence-based interventions?

<p>They may not consider individual student needs. (C)</p> Signup and view all the answers

What role does cultural and linguistic factors play in evaluating student performance?

<p>They can significantly invalidate test scores if not considered. (B)</p> Signup and view all the answers

What approach should be taken if a multilingual student performs at an average level on an English-based test?

<p>Cessation of further testing is warranted based on results. (A)</p> Signup and view all the answers

Which of the following best captures the essence of assessing a student's ecological validity?

<p>Integrating the context of a student's experiences with test results. (A)</p> Signup and view all the answers

In self-regulated learning, what is the primary focus of interventions?

<p>Encouraging self-monitoring and planning throughout learning. (B)</p> Signup and view all the answers

What is a key aspect of targeting skills based on the instructional hierarchy in interventions?

<p>Tailoring skills to a learner's existing level and ability. (C)</p> Signup and view all the answers

Flashcards

Reliability

The consistency of a measure. How often the test gives the same result.

Standard Error of Measurement

The amount of error associated with a test score.

Confidence Interval

The range of scores likely to contain a person's true score.

Validity

The extent to which a test measures what it's intended to measure.

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Construct Validity

The overall validity of a test; does the measure really assess the targeted construct?

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IQ Definition Elements

Ability to adapt to the environment, learn, and think abstractly (as per Sattler).

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Low Reliability Example

Agreement between parties on a behavior rating scale can be low or moderate, therefore not high in reliability.

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Dominant IQ Theories Difference

Different theories focus on whether intelligence is a single general factor (g) or multiple distinct factors.

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Exposure (in assessment)

Formal and informal experiences (e.g., language education, cultural experiences) that affect a student's performance on evaluations.

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True Peer

Other students with similar backgrounds and opportunities, used for fair assessment comparisons.

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Non-discriminatory assessment

Assessment that considers cultural, linguistic, and exposure factors to avoid unfair judgments.

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Ecological Validity

Interpreting test scores by considering a student's development and progress in their environment.

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Language Deficit

A learning problem possibly linked to a student's language but not always proven.

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Average Performance (English)

Performing at an average level on English-based tests, suggesting no significant language problems.

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Explicit Instruction

Clear and direct teaching methods.

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Appropriate Level of Challenge

Tasks that match a student's abilities.

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Frequent Student Response

Encouraging students to actively respond during class or learning activities.

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Instructional Hierarchy

Orderly arrangement of skills in learning.

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Consistent Feedback

Regular and timely response to student learning.

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Contingency Management

Using rewards or consequences to encourage desired behaviours.

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Self-Regulated Learning

Students managing their learning process.

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Self-Management

Students managing their own behaviour and learning.

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Cultural Factors (in assessment)

Differences in culture can impact test performance.

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Linguistic Factors (in assessment)

Language differences can impact test performance.

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Diverse Populations

School psychologists will need to serve students from a wider range of backgrounds and needs.

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Social Justice

Promoting fairness and equity for all students, especially those facing systemic barriers.

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Mental Health Focus

School psychologists will play a more prominent role in providing mental health services to students and families.

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Technology Integration

School psychologists will utilize new technologies and digital tools in their practice.

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Collaborative Practice

School psychologists will work closely with other school staff to support students.

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CBE, CBA, and CBM

Curriculum-Based Evaluation (CBE) helps educators decide how to teach; Curriculum-Based Assessment (CBA) aligns assessment with curriculum; Curriculum-Based Measurement (CBM) is a standardized measure of student progress.

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5 Hypotheses for Poor Student Performance

Students may perform poorly due to a lack of motivation, insufficient time spent on the task, lack of support, unfamiliar task methods, or the task being too difficult.

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Multimethod, Multisource, Multisetting Data Collection

Assessment of social/emotional/behavioral issues should consider various methods (e.g., observations, interviews), sources (e.g., student, teacher, parent), and settings (e.g., classroom, home).

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Behavior Rating Scales

A commonly used method to assess social-emotional, behavioral, and mental health functioning. They categorize behavior (broadband) or focus on a specific area (narrowband).

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Projective Measures

Assessment tools like drawing, thematic techniques, and sentence completion. Less popularly used often by some school psychologist.

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Interviews

A method used to gather information about student's social-emotional, behavioral, and mental health. Include informal, clinical, and structured interviews.

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Observations

Assessing student's behavior, context, antecedents & consequences. A method used by school psychologist to get information in real time.

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Direct Behavior Ratings (DBRs)

A combined method combining rating scales and direct observation providing a more detailed approach.

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Self-Report Measures

Students provide self-assessment from their perspective, using scales and personality tests.

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Functional Behavior Assessment (FBA)

A process that identifies the reasons behind a behavior by analyzing antecedents and consequences.

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Universal Screening

Identifying students who need extra support beyond typical Tier 1 services. Common in school settings to address intervention needs.

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Achievement Discrepancy Analysis

A procedure to compare achievement test scores with IQ test scores to measure discrepancy.

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Exposure in Non-Discriminatory Assessment

Understanding a student's environment, cultural influences and experiences to create a non-biased assessment.

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Standardized Achievement Tests

Tests with consistent scoring and pre-established norms to measure academic skills.

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Jingle-Jangle Fallacy

A fallacy that occurs when different terms are used for the same concept (Jangle) or when one term is used to represent multiple concepts (Jingle). This can lead to confusion and impede the development of research and practice.

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Adverse Childhood Experiences (ACEs)

Traumatic events experienced by children, such as abuse, neglect, or household dysfunction, that can have long-term negative effects on their health and well-being.

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Evidence-Based Practice (EBP)

The use of research findings to guide professional practice in education, psychology, and other fields. EBP emphasizes the systematic identification, dissemination, promotion, and adoption of scientifically supported practices.

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Integrated Supports

The interconnected and coordinated delivery of multiple services, such as PBIS, SEL, and MTSS, to address the needs of students. This emphasizes the holistic approach to supporting students' well-being and learning.

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Positive Behavior Interventions and Supports (PBIS)

A framework for promoting positive behavior in schools by teaching expected behaviors, providing clear expectations, and using positive reinforcement strategies.

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Social-Emotional Learning (SEL)

Intentional instruction and development of self-regulation, decision-making, and relationship skills to improve emotional well-being, reduce distress, and enhance academic success.

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Collaborative Care (CC)

A model that involves the collaboration of multiple professionals from different disciplines to provide comprehensive support for students with complex behavioral and mental health needs.

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Parent Management Training (PMT)

A therapeutic approach that teaches parents strategies and techniques to manage their child's challenging behaviors.

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Consultation

A type of professional service where a consultant (e.g., psychologist) works indirectly with a consultee (e.g., teacher) to improve the consultee's skills and strategies in working with a student or group.

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Collaborative Consultative Problem-Solving Process

A process that involves multiple individuals working together to identify and address student needs. This systematic process uses problem-solving steps to achieve positive outcomes.

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Systems Theory

A framework that views a school, classroom, or other organization as a complex system consisting of interconnected and interdependent parts. Changes in one part of the system can affect other parts.

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Key Opinion Leaders (Innovators)

Individuals within an organization who are influential due to their expertise, experience, or social connections. These individuals are often sought out for advice and can play a crucial role in promoting new practices or ideas.

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Changing Social Conditions/Challenges

Social issues, like poverty, inequality, and violence, can significantly impact the needs of students and the role of school psychologists.

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Evolving Legal Aspects of Education and Psychology

Changes in laws and regulations related to education and psychology can influence the services provided by school psychologists.

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Increased Diversity and Need for Culturally Responsive Practices

The growing diversity of student populations requires school psychologists to be culturally competent and sensitive to different backgrounds, values, and perspectives.

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Current Trends in the Literature

Ongoing research and new developments in the field of school psychology can inform best practices and services.

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Study Notes

Chapter 8 Study Notes

  • Reliability: The consistency of a measure.
  • Standard Error of Measurement: The amount of error associated with a score.
  • Confidence Interval: A range of scores likely to contain an individual's true score.
  • Validity: The extent to which a test measures what it intends to measure.
  • Content Validity: The extent to which test items represent the domain being evaluated.
  • Criterion Validity: The relationship between a test score and an outcome (e.g., classification).
    • Concurrent Validity: Examines the test's relationship to current outcomes.
    • Predictive Validity: Examines the test's relationship to future performance.
  • Construct Validity: The overarching validity, addressing whether the test measures the intended construct.
    • Convergent Validity: Correlation with similar measures.
    • Discriminant Validity: Lack of correlation with dissimilar measures.
  • Reliability Coefficients: Not all should be high; e.g., interrater reliability on behavior scales might be low-to-moderate.
  • IQ Theories: Dominant theories differ in their focus on a general factor ("g") of intelligence vs. multiple intelligence factors.
  • IQ Definitions: Ability to adapt, learn, and think abstractly (Sattler).
  • Cognitive Assessments: Align with the Cattell-Horn-Carroll (CHC) theory; examples include WISC-V, Stanford-Binet, Woodcock-Johnson, and KABC (and Luria).
  • Achievement Tests: Increased co-norming with IQ tests, aligned with IDEA 2004.
  • CBE, CBA, CBM: Curriculum-based Evaluation, Assessment, and Measurement; used to identify learning needs through aligned assessment and measurement of student performance, useful for Tiered support.

Chapter 8 Continued (Functional Perspective)

  • Poor Student Performance Hypotheses:

    1. Lack of motivation to do the work.
    2. Insufficient time spent on the work.
    3. Lack of adequate assistance to complete work.
    4. Work is not approached in the correct manner.
    5. Work is too difficult for the student.

  • Social-Emotional/Behavioral Assessment: Data collection should be multimethod, multisource, and multisetting.

  • Methods of Social-Emotional/Behavioral Assessment:

    • Behavior Rating Scales: Most commonly used; assesses a broad range of behaviors or narrow domains.
    • Projective Measures: Drawing/thematic/sentence completion; controversial usefulness.
    • Interviews: Clinical, structured, or semi-structured; valuable for gaining information.
    • Observations: Observing behaviors in context, time-consuming, and training-dependent.
    • Direct Behavior Ratings (DBRs): Combines ratings and observations.
    • Self-Report Measures: Rating scales/personality measures; not suitable for young children.
    • Functional Behavior Assessment (FBA): Understanding the function of behavior.
    • Universal Screening: Identifies students needing Tiered Support.

Ortiz Chapter (Non-Discriminatory Assessment)

  • Application of the Model: Ortiz's model initially for culturally/linguistically diverse students, now applicable to all; COVID-19 highlighted diversity experiences needing consideration in assessments.
  • Exposure in Assessment: Exposure to different languages/cultures is crucial; lack of exposure can lead to inaccurate assessment.
  • "True Peer" Definition: Peers with similar backgrounds and experiences.
  • Evaluating Impact of Differences on Validity:
    • Prioritize English testing unless strongly indicated otherwise.
    • Evaluate cultural/linguistic factors on test scores, ceasing if deemed invalid.
    • Focus on weak areas in native language for validation when needed.
  • Ecological Validity: Considering the context impacting student performance, experience, and abilities; important in all aspects of assessment.

Chapter 9 (Instructional Strategies)

  • 5 Components for Interventions (Burns et al., 2014):
    • Explicit instruction
    • Appropriate level of challenge
    • Frequent student response opportunities
    • Targeting skills based on hierarchy of difficulty
    • Consistent feedback to student
  • Teacher Tasks: Structure the classroom for engagement and discourage disruptive behavior. Structure learning tasks, considering prior knowledge and skill development.
  • Improving Engagement, Motivation, Self-Regulation, and Problem Solving:
    • Contingency Management (praise/reinforcement).
    • Self-Regulated Learning/Self-Management (planning/organizing, self-monitoring/observations).
  • Pros of Evidence-Based Interventions (EBIs): Manualized, scripted, research-based.
  • Cons of EBIs: May not fully generalize to diverse settings; may not always reflect cultural norms.

Chapter 10 (Integrated Supports)

  • Jingle-Jangle Fallacy: Using same/different terms to represent the same/different constructs.
  • ACEs: Adverse childhood experiences; youth trauma
  • EBP: Evidence-based practices; identifying, promoting supported practices
  • Integrated Supports: Horizontally and vertically integrating PBIS/SEL into MTSS for service delivery.
  • PBIS: Positive Behavior Interventions and Supports; teaches expectations.
  • SEL: Social-Emotional Learning; self-regulation and skills.
  • CC: Collaborative Care; multidisciplinary support, quality/equity.
  • PMT: Parent Management Training; effective with oppositional and aggressive disorders.

Chapter 11 (Consultation)

  • Consultation: Voluntary, indirect service, where a consultant works with consultees to implement new strategies with a child, classroom, or school.
  • Collaborative Consultative Problem-Solving: Part of RTI/MTSS, involving individuals improving student outcomes.
  • Effectiveness Factors: Interpersonal interaction and communication skills.
  • Intervention Implementation Factors: Intervention characteristics, implementer competencies, community factors, organizational capacity, training, and implementation processes.
  • Systems Theory: Assumes interdependence; influences school-level interventions.
  • Rogers' Implementation Strategy: Target key opinion leaders (e.g., experienced teachers) first.
  • Major Forces Affecting School Psychology:
    1. Social conditions and challenges.
    2. Legal evolution.
    3. Increased diversity.
    4. Implementation science trends in literature.
  • Important Trends (Top 3 & Bottom 3): (Student needs subjective judgments, not provided herein.)

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Explore the key concepts from Chapter 8 of Psychology, focusing on measurement reliability, validity, and error associated with test scores. Understand the distinctions between content, criterion, and construct validity, alongside their respective components. This quiz will help reinforce your understanding of critical measurement concepts in psychology.

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